Chapter 4. Perceptual mapping between Arabic and English consonants

2017 ◽  
pp. 89-126
Author(s):  
Zafer Lababidi ◽  
Hanyong Park
Keyword(s):  
Perceptual Mapping ◽  
Arabic And English

Psychometric Parameters of the Spanish Version of the Kuwait University Anxiety Scale (S-KUAS)1

2004 ◽  
Vol 20 (4) ◽  
pp. 349-357 ◽  
Author(s):  
Ahmed M. Abdel-Khalek ◽  
Joaquin Tomás-Sabádo ◽  
Juana Gómez-Benito
Keyword(s):  
Reliability And Validity ◽  
Anxiety Scale ◽  
Spanish Version ◽  
Good Reliability ◽  
Kuwait University ◽  
Males And Females ◽  
Anxiety Levels ◽  
Arabic And English ◽  
Cross Language ◽  
Language Equivalence

Summary: To construct a Spanish version of the Kuwait University Anxiety Scale (S-KUAS), the Arabic and English versions of the KUAS have been separately translated into Spanish. To check the comparability in terms of meaning, the two Spanish preliminary translations were thoroughly scrutinized vis-à-vis both the Arabic and English forms by several experts. Bilingual subjects served to explore the cross-language equivalence of the English and Spanish versions of the KUAS. The correlation between the total scores on both versions was .93, and the t value was .30 (n.s.), denoting good similarity. The Alphas and 4-week test-retest reliabilities were greater than .84, while the criterion-related validity was .70 against scores on the trait subscale of the STAI. These findings denote good reliability and validity of the S-KUAS. Factor analysis yielded three high-loaded factors of Behavioral/Subjective, Cognitive/Affective, and Somatic Anxiety, equivalent to the original Arabic version. Female (n = 210) undergraduates attained significantly higher mean scores than their male (n = 102) counterparts. For the combined group of males and females, the correlation between the total score on the S-KUAS and age was -.17 (p < .01). By and large, the findings of the present study provide evidence of the utility of the S-KUAS in assessing trait anxiety levels in the Spanish undergraduate context.

Efektifitas Pembelajaran Bahasa Arab 0 (nol) sks dalam membentuk Bi’ah al-‘Arabiyah pada Prodi PAI STIT Raden Wijaya

2018 ◽  
Vol 1 (2) ◽  
pp. 51
Author(s):  
Mustain Mustain
Keyword(s):  
Religious Education ◽  
Arabic Language ◽  
Islamic Education ◽  
Foreign Languages ◽  
Primary Data ◽  
Study Program ◽  
Effective Learning ◽  
Education Study ◽  
Arabic And English ◽  
Oriented Approach

Arabic subjects are very important to develop the ability to communicate. By learning Arabic, students can understand the conversation and reading in Arabic well. Formal Arabic Studies in Madrasahs are the main means for students to master Arabic. This study aims to: 1) Know the efforts of STI Pati Raden Wijaya Prodi in shaping Arabic environment on Prodi PIT STIT Raden Wijaya. 2) Knowing the supporting factors in shaping Arabic environment on PAI STIT Raden Wijaya Prodi. 3) Knowing the obstacles faced by Prodi PIT STIT Raden Wijaya in shaping Arabic environment at Prodi PIT STIT Raden Wijaya. This study uses oriented approach (paradigm) Descriptive-Qualitative, While the type of research is using case studies (Santoso, 2005). In this study the researchers themselves or with the help of others are the main data collectors. This research was conducted at Tarbiyah High School of Raden Wijaya Kota Mojokerto, on Islamic Religious Education Study Program. In this study, the primary data obtained by researchers is: the results of interviews with the Chairman of the Study Program of Islamic Education and Students Semester I (One). In this study used in analyzing data that has been obtained is by descriptive (non statistical) descriptive that is explorative. The conclusions of this research are: 1) Effort-uaha done Prodi in making effective learning arab language in Prodi PIT STIT Raden Wijaya are: a. He held yaum al-'araby twice a week on Friday. b. It was called shabah al-lughah a week twice before ta'lim afkar al-islamy began. c. The existence of study club on each mabna. 2) Factors that become supporters in forming bi'ah al-'arabiyah are: a. Attachment of mufradat in strategic places. b. Make plaques that are written / spoken in Arabic to make it easier to remember. c. Songs in foreign languages ​​(Arabic and English) to increase students' insight in developing the language. 3) The constraints faced in creating bi'ah al-'arabiyah namely: a. Ability and basic students are different. b. There is no class classification that suits the ability of each student. c. Lack of facilities / facilities and infrastructure. d. Competence musyrif / ah who are not all able to speak. e. The curriculum and materials that are presented have not been neatly arranged. f. The absence of a strict iqob for students who do not communicate arabic language everyday.

IMAM ZARKASYI DAN PEMBAHARUAN PESANTREN : REKONSTRUKSI ASPEK KURIKULUM, MENEJEMEN DAN ETIKA PENDIDIKAN

2014 ◽  
Vol 5 (1) ◽  
Author(s):  
Moh. Nurhakim
Keyword(s):  
Boarding School ◽  
Organizational Management ◽  
Boarding Schools ◽  
Ethics Training ◽  
Islamic Education ◽  
Arabic And English ◽  
Islamic Society

IMAM ZARKASYI DAN PEMBAHARUAN PESANTREN :REKONSTRUKSI ASPEK KURIKULUM, MENEJEMENDAN ETIKA PENDIDIKANOleh :Moh. Nurhakim *)Fakultas Agama Islam UMMABSTRACTThe study described Imam Zarkasyi’s reconstruction thought about Islamic boarding schoolreformation. The study aimed at exploring Zarkasyi’s thought to be implemented as Islamiceducation reformation model for Islamic society modernization. The limitations of the study wereZarkasyi’s curriculum, empowerment on organizational management, and ethics training in Islamicboarding school. The finding revealed in three main points. First, Zarkasyi’s believed that IslamicEducation curriculum were to cover both religious principles, and modern sciences as well. Thus,the students were expected to master both Arabic and English. Second, organizational and charity(wakaf) management required significant improvement to strengthen Islamic boarding schoolinstitution in accordance to modern principles. Third, Islamic education boarding schools were toemphasize on values of sincerity, simplicity, independence, solidarity, and freedom to raise theawareness of the ethics in Islamic education schools. The above values were expected to be thecharacteristics of Gontor Islamic Boarding School graduates.Keywords: Imam Zarkasyi, thoughtreformation, and modern Islamic boardingschool

scholarly journals Partial Immersion Program for Saudi Bilinguals

2017 ◽  
Vol 10 (2) ◽  
pp. 150
Author(s):  
Sumayyah Qaed Alsulami
Keyword(s):  
Foreign Language ◽  
Educational Program ◽  
Three Dimensions ◽  
Teaching English ◽  
Kingdom Of Saudi Arabia ◽  
Language Competence ◽  
Immersion Program ◽  
Partial Immersion ◽  
The Government ◽  
Arabic And English

English is taught as a foreign language in Kingdom of Saudi Arabia. Although the government tries gradually to integrate teaching English in all grades: secondary, intermediate and elementary, learning English is still limited and need more developing. This essay is a brief review about bilingualism in Saudi education. This essay will be divided into three sections. The first section will describe the Saudi bilingual context through three dimensions: language competence, late bilingualism, and individual bilingualism. The following section will define bilingualism with regard to the Saudi context. The last section will discuss the appropriate educational program for Saudi bilinguals and the implications of this educational program incorporating Arabic and English.

Arabic translation across cultures

Babel ◽  
2004 ◽  
Vol 50 (1) ◽  
pp. 13-27 ◽  
Author(s):  
Moheiddin A. Homeidi
Keyword(s):  
The Other ◽  
Truth Conditions ◽  
Arabic Translation ◽  
Language And Culture ◽  
Extensive Analysis ◽  
Arabic And English ◽  
Aspect Culturel

Abstract This paper deals mainly with some of the difficulties the translator might encounter when translating some culturally bound pieces of information. These would include the translation of some idioms, and some culturally bound concepts. The paper starts with definitions of translation, language and culture followed by an extensive analysis of the examples provided. All the examples are drawn from Arabic and English. The examples include the translation of some idioms which violate truth conditions, which are easily recognizable, and some others which may be translated either literally or idiomatically with obviously different results. Then the analysis moves to the translation of some culturally bound expressions from both Arabic and English. Here, we find examples that cannot be translated into the other language simply for lack of cultural equivalents. The skill and the intervention of the translator are most needed in this respect because above all translation is an act of communication. Résumé Cet article traite principalement de certaines difficultés que le traducteur peut rencontrer quand il traduit des textes d’information qui présentent un aspect culturel. Ces difficultés ont trait à certaines locutions idiomatiques et concepts culturels. L’article commence par définir la traduction, la langue et la culture, puis analyse en détail les exemples fournis. Tous les exemples sont tirés de l’arabe et de l’anglais. Ces exemples comprennent la traduction de certaines locutions idiomatiques qui trahissent les conditions de vérite et sont facilement reconnaissables, et de quelques autres qui peuvent etre traduites soit litteralement, soit de manière idiomatique, mais avec bien sur des résultats différents. Puis l’analyse passe à la traduction de certaines expressions de nature culturelle, en arabe et en anglais. Nous y trouvons des exemples qu’il est impossible de traduire dans l’autre langue, tout simplement parce qu’il leur manque des équivalents culturels. L’habileté et l’intervention du traducteur sont des plus nécéssaires dans ce cas, parce que la traduction est avant tout un acte de communication.

Cross-linguistic differences in the immediate serial recall of consonants versus vowels

2011 ◽  
Vol 33 (3) ◽  
pp. 605-621 ◽  
Author(s):  
ELIZABETH M. KISSLING
Keyword(s):  
Serial Recall ◽  
Short Term Memory ◽  
First Language ◽  
Short Term ◽  
Term Memory ◽  
Immediate Serial Recall ◽  
Arabic Speakers ◽  
Native Arabic Speakers ◽  
Native Speakers Of English ◽  
Arabic And English

ABSTRACTThe current study investigated native English and native Arabic speakers’ phonological short-term memory for sequences of consonants and vowels. Phonological short-term memory was assessed in immediate serial recall tasks conducted in Arabic and English for both groups. Participants (n= 39) heard series of six consonant–vowel syllables and wrote down what they recalled. Native speakers of English recalled the vowel series better than consonant series in English and in Arabic, which was not true of native Arabic speakers. An analysis of variance showed that there was an interaction between first language and phoneme type. The results are discussed in light of current research on consonant and vowel processing.

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